Abstract
Grounded in Social Learning Theory, this study investigates strategies to optimize AIDS/HIV prevention and control education among university students in Zhanjiang, Guangdong Province. It examines how educational processes influence students’ adoption of preventive behaviors. A quantitative cross-sectional survey was conducted among 372 students from four universities using stratified random sampling. The study examined the influence of four educational dimensions such as Attention, Retention, Reproduction, and Motivation,on students’ behavior adoption levels. Behavioral outcomes included model-following behavior, knowledge acquisition and retention, behavioral practice ability, and motivation for prevention and control. Findings indicate that students reported generally positive perceptions across all educational and behavioral constructs. Among the four dimensions, Motivation emerged as the strongest predictor of behavior adoption. Correlation and regression analyses revealed significant positive relationships between the educational dimensions and behavioral outcomes. The study proposes a structured strategic implementation plan to strengthen AIDS/HIV educational interventions in universities. Emphasis is placed on enhancing motivational components, reinforcing practical skill development, and sustaining student engagement to promote long-term preventive behaviors.
